academically and intellectually gifted plan 2019-2022 · 2019. 7. 17. · academically and...
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S H A R O N L . C O N T R E R A S , P H . D . | S U P E R I N T E N D E N T
Academically and Intellectually Gifted Plan 2019-2022
Overv iew o f p r imary rev is ions
MissionGuilford county students will graduate as responsible
citizens prepared to succeed in higher education,
or in the career of their choice.*
*This mission was adopted by the Guilford County Board of Education on December 12, 2000.
VisionTransforming learning and life outcomes for
all children
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State Gifted Law: Article 9b
• Definition of Academically or
Intellectually Gifted (AIG) students
• Mandate to identify academically or
intellectually gifted students and to
provide differentiated educational
services beyond those ordinarily
provided by the regular educational
program
.
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Student
Identification
Differentiated
Curriculum &
Instruction
Comprehensive
Programming
Partnerships
Personnel &
Professional
Development
Program
Accountability
NC AIG
Standards &
Practices
AIG Plan Review
State Feedback
•Commendations
•Recommendations
•Statewide Coordinator Institutes
•Regional Collaboration
AG Advisory Board
•Quarterly meetings
•Cross-district, interdepartmental, school, parent, Partners for the Advancement of Gifted Education (PAGE) representation
Stakeholder Input
•Surveys targeting service provision – students, parents, teachers, admin
•Focus groups – elementary Academically Gifted teachers, middle school Team for Academically Gifted (TAG) chairs, high school Advanced Placement Coordinators, Curriculum Facilitators, Counselors, parents
External Review
•Colin Seale
•Founder and Chief Executive Officer of thinkLaw
•Expert in Educational Equity and Gifted Education
•Forbes contributor
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Stakeholder Input
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Survey Participation – 2789 responses
Parent Focus Groups:
School Date/Time
Joyner Elementary April 17, 7:30 am
Cone Elementary April 17, 5:30 pm
Murphey Elementary April 18, 6:00 pm
Welborn Middle April 18, 6:00 pm
Alderman Elementary April 29, 5:30 pm
Oak Hill Elementary April 30, 7:30 am
Northeast Middle April 30, 5:30 pm
Sumner Elementary May 2, 7:30 am
Western Middle May 2, 5:30 pm
Triangle Lake Montessori May 3, 7:30 am
AG by the Numbers
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External Evaluation
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Based on:
• best practices compiled from the National Association for Gifted
Children
• publications from the National Center for Gifted Research
• experts on gifted equity issues
• selected best practices for gifted education from member
districts of the Council of Great City Schools
External Evaluation – Equity Allowance Formula
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According to the equity allowance formula for minimal representation in gifted education created by gifted education equity expert Dr. Donna Ford, underrepresentation in gifted subgroups that are more than 20% lower than the subgroup’s representation in the general student population subgroups are likely caused by implicit or explicit distraction.
Notably, these are not quotas for representation, but calculations that should be used as a metric for identifying potential discrimination and the need for intentional acts to overcome this bias.
In GCS, the minimal representations in gifted education using the equity allowance formula would be broken down as follows:
32.8% African American 26.5% White12.8% Hispanic4.8% Asian3.2% Multi-racial
AG by the Numbers9
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Primary Revisions for 2019-2022 AIG Plan
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More Inclusive Identification
Increase Availability of
Advanced Coursework
Teacher Recruitment and
Development
Two Goals
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Identification of students from
underrepresented populations
Appropriately differentiated services for identified students
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Primary Revisions for 2019-2022 AIG Plan
12
More Inclusive Identification
Increase Availability of
Advanced Coursework
Teacher Recruitment and
Development
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Recommendations of 2019-2022 AIG Plan
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• Objective
• Does not rely on referral
• Access for all studentsUniversal or sweep
screen
• Multiple data points
• Nonverbal assessments
• Use of local norms
• Performance Observations
Use of inclusive assessments which
acknowledge student differences
• Pathways which acknowledge student strengths
• Opportunities for identification at multiple grade levels
Multiple pathways and entry points
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More Inclusive Identification Practices(SP Priority II: Eradicate Gaps in Access, Preparation and Achievement)
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• Cognitive Abilities
• Iowa Achievement
• Use of local norms
• Use of BOG scores
• Use of student performance portfolios and observations
Initial 3rd Grade Screening
• End-of-Grade
• End-of-Course
• Naglieri Nonverbal Abilities Test (3rd edition)
• Use of rubric to increase participation of underrepresented students
• Increase seats in gifted magnet schools including a second middle school site
Annual Screening Grades 3-7
• PSAT (AP Potential)
• Equal Opportunity Schools
• AP Discrepancy Report
Secondary Recruitment
New in 2019-2022 Plan
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More Inclusive Identification Practices(SP Priority II: Eradicate Gaps in Access, Preparation and Achievement)
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• Student Performance Portfolioso Provide additional measures to consider for AG identificationo Examples include:
Underachievement Identification Instruments and Scales (Rimm & Whitmore) Performance Tasks and observations
o Use of trained culturally competent assessors to review portfolios• Rubric for entry into gifted magnet school programs
o Takes into account factors, such as poverty, parent education level and language spoken at home, that may prevent high-achieving students from underrepresented populations from qualifying for the program
• Increase access to gifted magnet school optionso Increase number of seats to accommodate additional qualifying studentso Offer second more geographically accessible site
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Primary Revisions for 2019-2022 AIG Plan
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More Inclusive Identification
Increase Availability of
Advanced Coursework
Teacher Recruitment and
Development
17 Increased Availability for Advanced Coursework(SP Priority II: Eradicate Gaps in Access, Preparation and Achievement)
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Math
Current State
• Middle School Classrooms
• Accelerated math sequences appropriate for advanced learners which allow students to earn high school credit in middle school
• Common math curriculum with limited resources to assist teachers with differentiation
• Teacher-developed Annual Plan for Differentiation
• CTE Computer Science courses available in middle school
Math
AG Plan Changes
• Middle School Classrooms
• Differentiation techniques and strategies for Eureka and Open Up
• Standard districtwide Annual Plan for Differentiation
• High School Classrooms
• Increase AP course offerings and student participation in Computer Science in high school to offer a continuation of middle school offerings
• Increase Duke Talent Identification Program Participation
New in 2019-2022 Plan
18 Increased Availability for Advanced Coursework(SP Priority II: Eradicate Gaps in Access, Preparation and Achievement)
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English/Language Arts
Current State
• Middle School Classrooms
• Advanced level courses are not qualitatively distinct from Standard level courses
• Common ELA curriculum with limited resources to assist teachers with differentiation
• Teacher-developed Annual Plan for Differentiation
• No opportunity to earn high school English credit in middle school
• High School Classrooms
• Honors level courses are not qualitatively distinct from Standard level courses
• Need to increase student enrollment and success in AP courses
English/Language Arts
AG Plan Changes
• Middle School Classrooms
• Define Advanced ELA
• Differentiated extension and enrichment components for ARC units
• Standard districtwide Annual Plan for Differentiation
• Increase access to high school course offerings in English in middle school
• Increase Duke Talent Identification Program Participation
• High School Classrooms
• Implement Pre-AP English in high school in order to offer an additional ELA option
• Define Honors ELA
New in 2019-2022 Plan
19 Increased Availability for Advanced Coursework(SP Priority II: Eradicate Gaps in Access, Preparation and Achievement)
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Science and Social Studies
Current State
• Middle School Classrooms
• Students heterogeneously grouped in Science and Social Studies
• No advanced courses available
• Little to no differentiation
• Teachers are not required to submit an Annual Plan for Differentiation
• High School Classrooms
• Honors level courses are not qualitatively distinct from Standard level courses
• Need to increase student enrollment and success in AP courses
Science and Social Studies
AG Plan Changes
• Middle School Classrooms
• Increase access to high school course offerings in science and social studies (including blended/online options)
• African American, Latin American History or World Humanities
• Earth/Environmental
• Standard districtwide Annual Plan for Differentiation
• High School Classrooms
• Implement Pre-AP Biology in high school
New in 2019-2022 Plan
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Primary Revisions for 2019-2022 AIG Plan
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More Inclusive Identification
Increase Availability of
Advanced Coursework
Teacher Recruitment and
Development
21 Teacher Recruitment and Development(SP Priority II: Eradicate Gaps in Access, Preparation and Achievement)
(SP Priority V: Invest in our People)
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AIG Add-On Licensure
Scholarship opportunities open to all K-8 core teachers - Partnership with Duke University – In-Service Summer Camp
Selection prioritizes teachers of color and male teachers
Select Title I school to pursue AIG licensure for entire certified staff
Local Minimum Requirement for General Education
Teachers
12 hours of content
Characteristics of Gifted Learners
Classroom Practices for High Ability Learners
Develop content-specific differentiation sessions
New in 2019-2022 Plan
22 Teacher Recruitment and Development(SP Priority II: Eradicate Gaps in Access, Preparation and Achievement)
(SP Priority V: Invest in our People)
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Culturally Relevant Instruction and Pedagogy
TLPD departments will include gifted differentiation strategies in content PD
TLPD departments will embed enrichment and extension
opportunities for advanced students in curricular units
Recognizing Giftedness in Special Populations
Recognizing Giftedness in African American Males
Money Talks: Recognizing Giftedness in Students of Poverty
I Too Am AG: Understanding the Needs of Twice-Exceptional Students
Recognizing Giftedness in English Language Learners
Girls Do Code: Recognizing STEM Gifts and Talents in Girls
New in 2019-2022 Plan
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Next Steps: Recommendations
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• Create timeline of implementation recommendations within a three-
year period
• Create a communications plan